423
Views
34
CrossRef citations to date
0
Altmetric
Original Articles

Characterizing the Use of Mathematical Knowledge in Boundary-Crossing Situations at Work

, , , &
Pages 64-82 | Published online: 05 Dec 2007

REFERENCES

  • Bakker, A., Kent, P., Noss, R., Hoyles, C., & Bhinder, C. (2006). “It's not just magic!” Learning opportunities with spreadsheets for the financial sector. In D. Hewitt (Ed.), Proceedings of the British Society for Research into Learning Mathematics, Volume 26, Number 1 (pp. 17–22). London: BSRLM. http://www.bsrlm.org.uk/informalproceedings.html (Accessed: 23 May 2006 ).
  • Bowker , G. C. and Star , S. L. 1999 . Sorting things out. Classification and its consequences , Cambridge, MA : MIT Press .
  • Cappelli , P. 1993 . Are skill requirements rising? Evidence from production and clerical jobs . Industrial and Labor Relations Review , 46 ( 3 ) : 515 – 530 .
  • Cobb , P. , Confrey , J. , diSessa , A. A. , Lehrer , R. and Schauble , L. 2003 . Design experiments in educational research . Educational Researcher , 32 : 9 – 13 .
  • Coben , D. 2006 . Adult numeracy: Review of research and related literature , London : National Research and Development Centre for Adult Literacy and Numeracy .
  • Coben , D. 2006 . “ The social-cultural approach to adult numeracy: Issues for policy and practice ” . In Adult literacy, numeracy and language: Policy, practice and research , Edited by: Tett , L. , Hamilton , M. and Hillier , Y. Buckingham, , England : Open University Press .
  • Derry, J. (2003). Vygotsky and his critics: Philosophy and rationality. Unpublished doctoral thesis, University of London, England.
  • Engeström , Y. 1999 . Expansive visibilisation of work: An activity-theoretical perspective . Computer Supported Cooperative Work , 8 : 63 – 93 .
  • Engeström , Y. 2001 . Expansive learning at work: Toward an activity theoretical reconceptualization . Journal of Education and Work , 14 ( 1 ) : 133 – 156 .
  • Felstead , A. , Gallie , D. and Green , F. 2002 . Work skills in Britain 1986–2001 , London : Department for Education and Skills .
  • FitzSimons , G. E. 2002 . What counts as mathematics: Technologies of power in adult and vocational education , Dordrecht, , The Netherlands : Kluwer Academic .
  • FitzSimons , G. E. , Coben , D. and O'Donaghue , J. 2003 . “ Lifelong mathematics education ” . In Second international handbook of mathematics education , Edited by: Bishop , A. J. , Clements , M. A. , Keitel , C. , Kilpatrick , J. and Leung , F. K. S. Vol. 1 , 103 – 142 . Dordrecht, , The Netherlands : Kluwer Academic .
  • Guile , D. 2006 . “ What ‘knowledge’ in the knowledge economy? Implications for education ” . In Education, culture and the economy , Edited by: Halsey , A. A. , Brown , P. and Lauder , H. 355 – 366 . Oxford, , England : Oxford University Press .
  • Guile, D. (in press). The learning challenge of the knowledge economy. Rotterdam, The Netherlands: Sense Publishers.
  • Guile , D. and Young , M. 2003 . “ Transfer and transition in vocational education: Some theoretical perspectives ” . In School and work: New perspectives on transfer and boundary-crossing , Edited by: Tuomi-Gröhn , T. and Engeström , Y. 63 – 84 . Amsterdam : Pergamon .
  • Hoyles, C., Bakker, A., Kent, P., & Noss, R. (in press). Attributing meanings to representations of data: The case of statistical process control. Manuscript submitted for publication.
  • Hoyles, C., Wolf, A., Molyneux-Hodgson, S., & Kent, P. (2002). Mathematical skills in the workplace. London: The Science, Technology and Mathematics Council. http://www.ioe.ac.uk/tlrp/technomaths/skills2002 (Accessed: 23 May 2006 ).
  • Hunter , L. W. and Lafkas , J. L. 2003 . Opening the box: Information technology, work practices, and wages . Industrial and Labor Relations Review , 56 ( 2 ) : 224 – 243 .
  • Kaptelinin , V. and Miettinen , R. , eds. 2005 . “ Perspectives on the object of activity [Special issue] ” . In Mind, Culture, and Activity Vol. 12(1) ,
  • Kent , P. and Noss , R. 2000 . The visibility of models: Using technology as a bridge between mathematics and engineering . International Journal of Mathematical Education in Science and Technology , 31 ( 1 ) : 61 – 69 .
  • Kim , Y.-H. 2002 . A state of the art review on the impact of technology on skill demand in OECD countries . Journal of Education and Work , 15 ( 1 ) : 89 – 109 .
  • Kuutti , K. 1996 . “ Activity theory as a potential framework for human-computer interaction research ” . In Context and consciousness: Activity theory and human-computer interaction , Edited by: Nardi , B. 17 – 44 . Cambridge, MA : MIT Press .
  • Noss , R. 1998 . New numeracies for a technological culture . For the Learning of Mathematics , 18 ( 2 ) : 2 – 12 .
  • Noss , R. and Hoyles , C. 1996a . The visibility of meanings: Modelling the mathematics of banking . International Journal of Computers for Mathematical Learning , 1 ( 1 ) : 3 – 31 .
  • Noss , R. and Hoyles , C. 1996b . Windows on mathematical meanings: Learning cultures and computers , Dordrecht, , The Netherlands : Kluwer Academic .
  • Noss , R. and Hoyles C , & Pozzi S. 2000 . “ Working knowledge: Mathematics in use ” . In Education for mathematics in the workplace , Edited by: Bessot , A. and Ridgway , J. 17 – 35 . Dordrecht, , The Netherlands : Kluwer Academic .
  • Organization for Economic Cooperation and Development (OECD) . 2003 . PISA 2003 assessment framework , Paris : OECD .
  • Rothwell , W. J. and Lindholm , J. E. 1999 . Competency identification, modelling and assessment in the USA . International Journal of Education and Training , 3 : 90 – 105 .
  • Russell , D. R. 2002 . “ Looking beyond the interface: Activity theory and distributed learning ” . In Distributed learning: Social and cultural approaches to practice , Edited by: Lea , M. R. and Nicoll , K. 64 – 82 . London : Routledge Falmer .
  • Star , S. L. and Griesemer , J. 1989 . Institutional ecology, ‘translations,’ and boundary objects: Amateurs and professionals in Berkeley's Museum of Vertebrate Zoology, 1907–1939 . Social Studies of Science , 19 : 387 – 420 .
  • Steen, L. A. (2003). Data, shapes, symbols: Achieving balance in school mathematics. In B. L. Madison & L. A. Steen (Eds.), Quantitative literacy: Why literacy matters for schools and colleges (pp. 53–74). Washington, DC: The Mathematical Association of America. http://www.maa.org/ql/qltoc.html (Accessed: 23 May 2003 ).
  • Tuomi-Gröhn , T. and Engeström , Y. , eds. 2003 . Between school and work: New perspectives on transfer and boundary-crossing , Amsterdam : Pergamon .
  • Van Oers , B. 1998 . From context to contextualising . Learning and Instruction , 8 : 473 – 488 .
  • Victor , B. and Boynton , A. C. 1998 . Invented here: Maximizing your organization's internal growth and profitability , Boston : Harvard Business School Press .
  • Wake, G. (2005). Functional mathematics: More than “back to basics.” Nuffield review of 14–19 education and training. Aims, learning and curriculum series, discussion paper 17. Oxford, England: Department of Educational Studies, University of Oxford. http://www.nuffield14-19review.org.uk/files/documents101-1.pdf (Accessed: 23 May 2006 ).
  • Wenger , R. H. 1998 . Communities of practice: Learning, meaning, and identity , New York : Cambridge University Press .
  • Zuboff , S. 1988 . In the age of the smart machine: The future of work and power , New York : Basic Books .

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.